Attitudes Toward Using E-Courseware in A Flipped Classroom Teaching And Learning Approach of Suranaree University of Technology Students in The Application Of Biotechnology In Crop Production Course

2019 ◽  
Author(s):  
Piyada Alisha Tantasawat ◽  
Sutthinee Srisawat ◽  
Narudol Damsugree ◽  
Amornthep Thepwichit ◽  
Panlada Tittabutr
Keyword(s):  
Flipped Classroom ◽  
Crop Production ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Learning Approach ◽  
Technology Students ◽  
University Of Technology

The flipped classroom: Does viewing the recordings matter?

2017 ◽  
Vol 19 (3) ◽  
pp. 211-223 ◽  
Author(s):  
Thamar Melanie Heijstra ◽  
Margrét Sigrún Sigurðardóttir
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Classroom Research ◽  
Classroom Teaching ◽  
Older Students ◽  
New Approach ◽  
Final Grade ◽  
Research Results ◽  
Course Grades ◽  
Additional Value

The flipped classroom offers a new approach to student-centred teaching and learning by moving the lecture out of the classroom. Research on the topic reveals that the flexibility of viewing the recorded lectures at a time and speed that is convenient to the student is what students appreciate mostly in the flipped classroom. This article examines the viewing pattern of students regarding recorded lectures in a course that has been flipped. The findings reveal a decline in the number of students who view the recordings over the duration of the course semester. Furthermore, the findings support earlier research results revealing that women and older students rely more on recorded lectures than other students. In addition, the study shows that there is a positive correlation between viewing the recorded material and the final grade of students in the course. It is thus surmised that even if in-class activity is very important for the flipped classroom to work, the recordings do have additional value, which is reflected by higher final course grades for students who view them. The flexibility of viewing recordings more than once and at the most relevant and convenient time seems to increase students’ understanding, and is regarded an important asset of flipped classroom teaching.

scholarly journals Application of Flipped Classroom Methodology in Applied Sciences through STEM Exploitation Activities during COVID Pandemic Period

2021 ◽  
Vol 4 (2) ◽  
pp. p37
Author(s):  
Plageras Antonios ◽  
Xenakis Apostolos ◽  
Vavougios Dionysios ◽  
Kalovrektis Konstantinos
Keyword(s):  
Applied Sciences ◽  
Learning Environment ◽  
Differentiated Instruction ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Teaching Approach ◽  
Educational Systems ◽  
Learning Approach ◽  
Teaching Techniques ◽  
The Individual

Differentiated instruction is an approach that presupposes the existence of a diverse number of students and their ability to access knowledge provided that a variety of methods and activities is used. Differentiated instruction is a way to incorporate and diagnose the individual needs of every student separately and to create such a learning environment so as to cover all needs. All students are not the same that means that they learn in different ways and at a different pace. Based on this knowledge, differentiated instruction applies an approach both to teaching and learning that offers the students a variety of choices to gain information and better understand the newly acquainted knowledge. Differentiated instruction is a teaching approach based on the principle that all teaching techniques must vary and adapt accordingly in relation to the needs and the various ways of learning on the part of the students with the view of enhancing the understanding of knowledge within the classroom. The model of differentiated instruction proposed requires on the part of the teachers to be flexible in the technique they use and adaptable in the curriculum and in the presentation of the information based on the needs of the students. Based on the idea that change in teaching practices may help overcome the ineffectiveness of the educational systems and their inability to cover the needs of the students, it is considered necessary to examine whether the use of differentiated instruction learning approach could improve the understanding of the students in the fields of applied sciences.

scholarly journals Unlearning my communication pedagogy through poetic inquiry

2020 ◽  
Author(s):  
Wendy Rawlinson
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Poetic Inquiry ◽  
Race And Class ◽  
University Of Technology ◽  
Class Privilege ◽  
Creative Space ◽  
Communication Practices ◽  
Communication Pedagogy

Feeling disenchanted with my communication pedagogy to undergraduate students at a university of technology, I searched for a means to improve my practices. Poetic inquiry assisted in unveiling how my personal and professional lived experiences had moulded my lecturer self and negatively influenced my communication practices. The reflexive writing of poems created an imaginative space in which embedded values and assumptions could be excavated, and the complexity of my entrenched beliefs made visible. The creative space helped crystallise my thinking and generate fresh insights into my white race and class privilege. New interpretations of how a merging of my personal and professional identities could improve my classroom teaching and learning were evoked through poetic inquiry. Furthermore, as a form of analysis, it served to disrupt ingrained instrumentalist patterns of thinking and acting whilst enabling a more imaginative envisioning of my communication pedagogy.

scholarly journals Qualitative investigation of the flipped classroom teaching approach as an alternative to the traditional lecture

2020 ◽  
pp. 142-150
Author(s):  
MONA ALMANASEF ◽  
DALIA ALMAGHASLAH ◽  
JANE PORTLOCK ◽  
ANGEL CHATER
Keyword(s):  
Focus Groups ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Teaching Approach ◽  
Inductive Method ◽  
Classroom Teaching ◽  
Traditional Lecture ◽  
The United Kingdom ◽  
The Right

Objectives: The study’s objective was to determine students’ perception of the traditional lecture and other methods of teaching and learning the students had already experienced, and to determine students’ expectations and attitude towards the flipped classroom teaching method. Methods: Two focus groups were conducted with 11 undergraduate pharmacy students in two pharmacy schools in the United Kingdom. Focus groups discussions were audio-recorded, then transcribed verbatim and analysed thematically using the inductive method. Results: Six key themes were identified: 1) teacher characteristics and competence; 2) having the right tools to learn; 3) learning can be emotional; 4) group work: what is in it for me?; 5) scaffold the delivery of teaching; and 6) to prepare or not to prepare. Conclusion: The flipped classroom teaching approach was thought to tackle perceived limitations of the traditional lecture including limited student engagement and the inappropriate pace of instructions. It was also deemed to help students understand the taught subject and prepare for summative assessment.

scholarly journals Creative Merging and Practical Application of "History of Modern Design" Course Online Teaching Platform Construction and Flipped Classroom Teaching Mode

2017 ◽  
Vol 12 (02) ◽  
pp. 118
Author(s):  
Tiejun Zhu
Keyword(s):  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Design History ◽  
Modern Design ◽  
Teaching Mode ◽  
Universities And Colleges ◽  
Teaching Platform ◽  
History Of

Design major students of Chinese universities and colleges exists a common learning concept on emphasizing the practice but contempt of theory. Students' interest in learning theoretical courses, especially design history courses is more diluted. In order to explorative change such phenomenon, researchers conducted a "History of Modern Design" course teaching of Sino-foreign cooperative education program as a pilot reform, drawing the current international hot network teaching resources and methods, innovatively constructing multivariate course online teaching platform, and combined with the flipped classroom teaching model which was vigorously advocated by the Chinese educational department. Empirical research and practice results show virtual course and online teaching and learning space. Application of flipped classroom teaching mode changed boring theory taught into exciting interactive teaching and learning. It not only trained independence of students' thinking, learning autonomy and the ability to explore knowledge, it also highly pushed students to innovatively apply design history theory. The course innovative reform achieved significant results. It was proved that can widely spread and apply in design history courses teaching of art and design majors of Chinese universities and colleges in the future.

scholarly journals IMPLEMENTING MATHEMATICS TEACHING REFORM

2016 ◽  
Vol 4 (6) ◽  
pp. 33-40
Author(s):  
Lianfang Lu
Keyword(s):  
Teaching And Learning ◽  
Southwest China ◽  
Rural Poverty ◽  
Secondary Mathematics ◽  
Teaching Experiment ◽  
Collective Learning ◽  
Classroom Teaching ◽  
Learning Approach ◽  
Mathematics Classrooms ◽  
Teaching Reform

This study describes the implementation of teaching reform in secondary mathematics classrooms in a rural poverty school in southwest China where a school-wide teaching experiment took place. Classroom teaching and learning practices are primarily concerned with classroom organizations, interactions and social norms. The results indicate that a collective learning approach was taken in the classroom reform, in which mathematical communications, understanding and engagement of students in learning were promoted. However, there was a lack of diversity of thinking and arguments on solving problems among different level students, which implies the mathematical teaching still focuses on acquiring knowledge over generating knowledge.

scholarly journals The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education

2021 ◽  
Vol 8 (2) ◽  
pp. 508-522
Author(s):  
Ryani Yulian
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Language Learning ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Thinking Skills ◽  
Classroom Teaching ◽  
Teaching Model ◽  
Critical Reading

The immersion of the flipped classroom teaching model in blended and online language learning is indispensable. The purpose of this study was to propose improvement in critical thinking in reading through the flipped classroom teaching model of EFL (English as a Foreign Language) learners in higher education. A quasi-experimental design was used to improve reading skills based on the framework of critical thinking for critical reading with a paired t-test of pre-test and post-test. The participants were 37 second-semester students in the English for Academic Purposes class. The results show that the flipped classroom teaching model enhanced students’ critical thinking for critical reading in the aspects of accuracy, clarity, precision, depth, relevance, and logic from the mean score of the pre-tests (12.4865) to the post-tests (18.3243). Students had a positive perception of the implementation of this model in terms of self-directed learning. This study implies that critical thinking for critical reading skills needs supportive teaching and learning environment that can allow students to have self-study prior to the class so that online learning can be effective to synergize the application of flipped classrooms with critical thinking skills in reading. 

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